牛津译林版 (2020)选择性必修 第二册Extended reading教学设计

这是一份牛津译林版 (2020)选择性必修 第二册Extended reading教学设计，共5页。

Lillie
I. Teaching bjectives
By the end f the lessn, students are able t:
1. Identify what idims and sprts idims are;
2. Analyze the meaning and usage f the sprts idims mentined in the article;
3. Write with idims in everyday use and intrduce sme Chinese idims;
4. Be aware f the charm f idims and the mental pwer brught by sprts culture.
II. Teaching fcuses
1. Let students understand what idims and sprts idims are;
2. Let students analyze different meanings f the sprts idims mentined in the article;
III. Teaching difficulties
1. Let students intrduce sme Chinese idims;
2. Let students are aware f the charm f idims and the mental pwer brught by sprts culture.
IV. Teaching prcedures
1. Lead-in ＆ Pre-reading (3 mins)
Divide the whle class int tw grups t have a cmpetitin.
【设计意图：激发学生上课的胜负欲，从而提高积极性。】
Activity: Watch a vide abut idims and think abut ne questin: What are the meanings?
(1) brn with a silver spn in the muth
(2) the cat gets ne’s tngue
【设计意图：利用关于 idims 的动画快速引入主题，对 idims 有初步感知，激 起学生的兴趣。】
2. While-reading (22 mins)
Activity1: Glbal reading (2 mins)
(1) Find the title and subtitles.
(2) Find the key sentences.
【设计意图：通过引导学生关注文章标题、副标题以及关键句了解文章大意和简 要框架。】
Activity2: Detailed reading (14 mins)
Para.1 Read the first paragraph carefully and answer the fllwing 2 questins.
(1) What is an idim?
(2) What is the functin f an idim?
【设计意图：使学生仔细阅读第一段初步了解习语的含义与作用，为后面理解运 动习语作铺垫。】
Paras.2-4 Listen t the tape and find the idims and underline their different meanings in the bk .
(1) Idims
(2) Meanings
① Meaning in ftball
② Meaning in everyday use
③ Chinese meaning
【设计意图：引导学生带着任务一边听材料一边阅读，使学生更加专注，并从足 球中的本义、生活中的运用以及中文释义三个角度更清晰地弄懂与足球有关的习 语。】
Paras.5-8 Read paras.5-8 and fill in the chart.
Baseball: Watch the vide abut idims f baseball.
Bxing: Read this part alud.
Idims
Literal meaning
Implicit meaning
【设计意图：运用视频、朗读等多模态方式使学生在阅读时更专注、使课堂氛围 更活跃】
Para.9 Circle the sprts idims and write dwn the implicit meanings in the bk.
Activity3: True r False (2 mins)
1 “ Scrning an wn gal” means smething unfair and cruel.
② Emily’s bss is stricter abut her prmtin. We can say her bss always mves the galpsts.
Activity4: Clze (Cmplete the diary with the crrect frms f sprts
idims.) (4 mins)
Last week, my teacher ① asking me t participate in an English speech cmpetitin fcusing n Chinese Stry. This was nt an easy task. After making ② f the number f my cmpetitrs. I grew even mre anxius. I knew that I was a persn wh was easy t③ . Hwever, my teacher kept persuading me nt t④ , saying that I was talented at public speaking, which bviusly encuraged me a lt. And it turned ut that my teacher was true! I wn the first prize! YES!!! “Never dubt yurself; just d it!” I tld myself.
【设计意图：通过文章最后一段的阅读、判断对错及短文填空这样有层级的方式 来检验并巩固学生对文章习语的理解与不同情景中的运用】
3. Pst-reading (20 mins)
Activity1: Guessing game (2 mins)
Students shuld guess the Chinese meaning f each ne.
(1) It means that the arrw is fitted t the string. This idim is nw used t describe a critical mment.
(2) It means getting up early in the mrning upn hearing the crw f a rster and practicing with the swrd. This idim is used t describe smene wh is very hard-wrking.
(3) It means shting with unfailing accuracy. This idim is used t describe excellent shting skills. It is als used when smene is quite
certain f smething.
(4) It refers t a strategy based n game thery t win a hrse racing. This idim reveals hw ne can win by using their wn strengths against thers ’ shrtcmings.
【设计意图：通过猜词游戏使学生初步了解中国习语的表达、作为读中至读后的 过渡环节，为后面介绍中国习语作铺垫】
Activity2: Discussin (6 mins)
Hw t intrduce a Chinese idim?
Explain the
implicit
meaning.
Intrduce the sprt.
Explain the
literal
meaning.
(1) Steps: The teacher takes para.5 as an example.
Give an idim.
(2) Sentences: Students are suppsed t think abut sme expressins t intrduce Chinese idims, and the teacher will give them sme examples.
I’d like t intrduce an interesting (unexpected/expressive …) Chinese idim …
This idim is related t … /This idim is abut …/This idim is derived frm …
It means that …/It is nw used t …/Yu might see this expressin …
Fr instance/example, yu can use this idim if…
【设计意图：引导学生明确介绍习语的步骤并积累可用表达，为后面介绍中国习 语的输出活动搭支架。】
Activity3: Speaking: Intrduce Chinese idims (12 mins)
Students are suppsed t practice with their partners t intrduce a Chinese idim. And the teacher will shw evaluatin dimensins in
advance.
Evaluative dimensin 评价维度
speak fluently
speak ludly and clearly
intrduce cmpletely
use the language apprpriately
【设计意图：提前提供样本、评价标准以供学生参考，使输出活动操作性更强。】
V. Summary & Hmewrk (3 mins)
1. Cmpulsry ne: Write and plish yur intrductin f 1 Chinese sprts idim. (N less than 80 wrds)
Steps:
(1) Intrduce the backgrund infrmatin.
(2) Give an idim.
(3) Explain the literal meaning.
(4) Explain the implicit meaning.
2. Optinal ne: Search fr mre sprts idims, think abut hw Chinese sprts idims are different frm r similar t English sprts idims.
Please write dwn yur thughts and share with the class next time.
【设计意图：依据课堂内容设置情境性延展性作业，并配以选做性作业，更加符 合分层教学理念。】
VI. Blackbard design